Standard 1 CSTP: Engaging and Supporting All Students in Learning

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse 7/12/2011/30/204/25/2 instruction.
Using knowledge of learning needs. 1
students to engage
them in learning Some students may Students engage in single Students engage in Students take ownership
engage in learning using lessons or sequence of learning through the use of Students actively utilize a of their learning by
instructional strategies lessons that include some adjustments in instruction variety of instructional choosing from a wide
focused on the class as a adjustments based on to meet their needs. strategies and range of methods to
whole. assessments. 7/12/2011/30/204/25/2 technologies in learning further their learning that
1 that ensure equitable are responsive to their
access to the curriculum. learning needs.
I use a variety of games, I review and follow 504s,
activities, direct IEPs. I attend all IEP
instruction, group work, meetings. I work with
technology to reach counselors and admin to
students’ different accommodate individual
learning styles. If students students’ needs. We
seem to struggle, I adjust participate in 2x a week
instruction to review or restorative circles. I meet
reteach. 7/12/20 with students during
break/lunch as needed. I
I continue to use the same meet with
strategies and have colleagues/parents as
attempted to improve needed. I survey student
Evidence student engagement. interest for learning units,
Distance and Hybrid specifically in IB/AP
Learning makes this very courses.
difficult and difficult to 7/12/2011/30/204/25/2
self-assess. 11/30/20 1
Engagement with
distance/hybrid learning
has not improved much
this year. 4/25/21
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural 7/12/2011/30/204/25/2 cultural backgrounds,
students. experiences, and interest backgrounds, life 1 prior knowledge, life
to support student experiences, and interests experiences, and
Connecting learning
learning. to connect to student interests.
to students’ prior
learning.
knowledge,
backgrounds, life
Some students connect Students participate in Students make Students can articulate
experiences, and
learning activities to their single lessons or connections between the relevance and impact
interests
own lives. sequences of lessons curriculum, and their Students are actively of lessons on their lives
related to their interests prior knowledge, engaged in curriculum, and society.
and experiences. backgrounds, life which relates their prior
experiences, and knowledge, experiences,
interests. and interests within and
7/12/2011/30/204/25/2 across learning activities.
1
Students have several Many of my students are
opportunities to choose Spanish-speakers. I work
activities based on their with them to make
interest (eg. current event comparisons with
presentations, reading French/Spanish
material, listening input, vocabulary, grammar. I
etc.) Students learn integrate Project-Based
language through Learning to give students
personal relevance (eg. personal choices of
when learning food, they interest.
interview each other 7/12/2011/30/204/25/2
about eating 1
Evidence
habits/preferences)
7/12/2011/30/204/25/2
1

Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject 7/12/20 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using integrate subject matter
provided in single lessons connections regularly to real-life connections to into their own thinking
or sequence of lessons to develop understandings subject matter to extend and make relevant
support understanding of of subject matter. their applications of subject
subject matter. 7/12/20 understanding.11/30/20 matter during learning
4/25/21 activities.
Each unit integrates Students are making
learning about a connections to their own
francophone area and personal experiences and
cultural practices along comparing them to those
with comparison of of people their age in the
students’ personal francophone world.
practices (eg. learning 11/30/20
about French school
schedules and compare to Because we have largely
their school day and been working with
subjects). 7/12/20 smaller groups of
students, I have realized
Evidence that I find it easier to
engage in small
conversations in which
real life connections come
out more easily. 4/25/21

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
learning needs. 7/12/20 11/30/204/25/21
and technologies to
meet students’
Some students participate Students participate in Students participate in Students take
diverse learning
in instructional strategies, single lessons or instruction using Students actively engage responsibility for using a
needs
using resources and sequence of lessons strategies, resources, and in instruction and make wide range of strategies,
technologies provided. related to their interests technologies matched to use of a variety of resources, and
and experiences. their learning needs. targeted strategies, technologies that
7/12/20 11/30/20 resources, and successfully advance their
technologies to meet their learning.
individual student’s
needs.4/25/21
I utilize a variety of We have increased our
resources and strategies use of technology
for each of the language strategies in various ways
functions including peer this year… using
interviews, technology almost daily.
teacher-student 4/25/21
interviews, equity cards,
graphic organizers, I have incorporated
games, technology, varied various teaching
reading passages, writing resources to assist
in different text types, students during distance
scavenger hunts, cooking, learning. I approach my
Evidence
virtual field trips, etc. weekly assignments as if
7/12/20 11/30/20 students could be absent
any given day and provide
a variety of
strategies/resources to
support their
learning.11/30/204/25/
21

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
Promoting critical
critically. content. reflecting on multiple problems.
thinking though
7/12/2011/30/204/25/ perspectives.
inquiry, problem
21
solving, and
Some students respond to Students respond to Students pose problems Students pose and answer
reflection
questions regarding facts varied questions or tasks and construct questions a wide-range of complex
and comprehension. designed to promote Students respond to of their own to support questions and problems,
comprehension and questions and problems inquiries into content. reflect, and communicate
critical thinking in single posed by the teacher and understandings based on
lessons or a sequence of begin to pose and solve
lessons. problems of their own in depth analysis of
related to the content. content learning.
7/12/2011/30/204/25/
21
I utilize exit tickets and
adjust instruction
according to responses.
Students receive
immediate feedback on
exit tickets. We chart
language proficiency
following assessment so
students can see growth
and understand where
they should fall on the
spectrum. Rubrics for
Evidence projects and assignments
are extremely specific and
often students self-assess,
receive feedback from
peers and myself.
7/12/2011/30/204/25/
21

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
Monitoring student
engagement and regular for assistance, support, or students in mastering the
learning and
checks for understanding. challenge. concepts flexibly and
adjusting instruction
7/12/2011/30/204/25/ effectively.
while teaching.
21
Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or articulate their level of progress in learning and
during instruction. in small groups during Students successfully understanding and use provide information to
instruction. participate and stay teacher guidance to meet teacher that informs
engaged in learning their needs during adjustments in
activities. instruction. instruction.
7/12/2011/30/204/25/
21
I observe student work
while teaching to adjust
instruction. If students
seem to struggle, I reteach
and provide more
examples/practice. We
often employ
think-pair-share
strategies to allow
adequate processing time.
7/12/20
Evidence Distance/Hybrid
instruction is challenging
my ability to adjust
instruction based on
feedback as much as I
would like to. Although I
am learning some new
tech programs that are
facilitating this process.
11/30/204/25/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community. value of all members.
and behavior. awareness to develop a Supports students in
Seeks to understand positive classroom climate. taking leadership in
Promoting social cultural perceptions of developing a caring
Development and caring community. Students demonstrate community that is Students take leadership
responsibility within efforts to be positive, responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
where each student responsibility for the occasional community of differences. identities of all students. respectful classroom
is treated fairly and classroom community. building activities, 7/13/20 community where
respectfully designed to promote 11/30/204/25/21 student’s home culture is
caring, fairness, and included and valued.
respect. Students take Students communicate
responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences. 7/13/20
11/30/204/25/21
I model and encourage
kind and respectful
behavior. We employ
restorative practices and
weekly circle time where
each student has a voice. I
use equity sticks to
promote fairness in
participation. We use
materials representing
multiple cultures and
diverse perspectives. We
discuss themes of racism,
women’s rights, diverse
relationships, etc.
Students have a role
within their group of 4.
7/13/20
Obviously with some

Evidence aspects of distance/hybrid
instruction, some of the
functions of group work
has changed drastically. I
have tried to employ the
same strategies for
breakout rooms and
through the chat features
of Zoom. Likewise, we
work through shared tech
resources such as Padlet
and Jamboard. 11/30/20
As we have returned to
more normalcy in the
classroom, we have
continued using
restorative practices circle
and other activities to
enhance our classroom
environment. 4/25/21

Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
Creating physical or
learning. student learning. and completion of structures for interaction
virtual learning
learning tasks. that engage students Selects from a repertoire
environments that
constructively and of structures for
promote student
productively in learning. interaction to ensure
learning, reflect
accelerated learning for
diversity, and
the full range of students.
encourage
Some students use Students use resources Students use a variety of Students routinely use a
constructive and
available resources in provided in learning resources in learning range of resources in Students participate in
productive
learning environments environments and environments and learning environments monitoring and changing
interactions among
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
students
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
7/13/2011/30/204/25/2
1
Students are seated in
groups of 4. Seating chart
is changed at least
quarterly to promote new
relationships. Student
grouping varies
Evidence depending on activity
(jigsaw, inner/outer
circle, etc.) Rolling desks
allow for regrouping and
ease of movement
through classroom.
Students have several
resources on the wall
(vocab, feelings, date,
verb, student work, etc.)
7/13/2011/30/204/25/2
1

Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive for Students maintain
rational for maintaining self or others. alternative perspectives. academic achievement, intellectual and emotional
safety. 7/13/2011/30/204/25/ and establish intellectual safety for themselves and
21 and emotional safety in others in the classroom.
the classroom.
Groups have a cart with
needed project/group
materials. Students have
a clear role when
presentations are being
given. Students have a
clear role when
presentations are being
given. They quietly listen
and give feedback.
Evidence Students often share
feedback and opinions.
7/13/20
I feel in many ways we

have taken some steps
backwards with this
pandemic. Accountability
and risk-taking is difficult
to assess.
11/30/204/25/21

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
Creating a rigorous
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
learning
maintaining high expectations for students for students. Has an scaffolds and technologies learning.
environment with
expectations for students. while becoming aware of understanding of throughout instruction Supports students to
high expectations
achievement patterns for achievement patterns, that support the full range utilize an extensive
and appropriate
individuals and groups of and uses scaffolds to of learners in meeting repertoire of
support for all
students. address achievement high expectations for differentiated strategies
students
gaps. achievement. to meet high expectations.
Some students ask for Some individuals and Students engage in a Students actively use Students take
teacher support to groups of students work variety of differentiated supports and challenges responsibility to fully
understand or complete with the teacher to supports and challenges to complete critical utilize teacher and peer
learning tasks. support accuracy and in ways that promote reading, writing, higher support, to achieve
comprehension in their their accuracy, analysis, order thinking, and consistently high levels of
learning. 7/13/20 and problem solving in problem solving across factual and analytical
learning. subject matter. learning.
11/30/204/25/21
Materials encourage We have stepped up our

students to explore and rigor in our IB/AP
utilize previous curriculum to discuss
experiences/knowledge more global issues and
to learn. Students are how they impact our lives.
expected to achieve 11/30/20
appropriate proficiency.
7/13/20 While COVID has
Evidence impacted learning, the
standards for AP/IB
testing has remained at
the same level of rigor.
The students recently
completed their IB
internal Assessments and
did surprisingly well.
4/25/21

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
Developing,
behavior. behavior. across learning activities. standards for individual
communicating, and
and group behaviors.
maintaining
Refers to standards for Reviews standards for Utilizes routine Guides and supports
high standards for
behavior and applies behavior with students in references to standards students to self-assess,
individual and group
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
behavior
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.
Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
7/13/2011/30/204/25/
21
Students frequently work

in groups, stations, group
projects, role plays,
debates. Students have
roles within their groups.
Students have clear roles
in literacy groups.
Students receive feedback
on group assignments.
Evidence Students receive tickets
for completion of work
for a sticker lottery.
7/13/2011/30/204/25/
21

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
Employing classroom some student students in the are culturally responsive. and procedures focuses
routines, procedures, involvement. development and Maintains a quality on maximizing learning.
norms, and supports monitoring of norms. learning climate that Classroom climate
for positive behavior builds on student integrates school
to ensure a climate in strengths. standards and culturally
which all students Seeks to promote positive Provides positive relevant norms.
can learn Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.
7/13/2011/30/204/25/
21
Rules and norms are

posted and referred to.
Students have norm for
entering class, using
restroom, food/drink in
class, turning in
homework, late work.
Students frequently
receive positive sub
reports as they are on
task and respectful.
7/13/20
Evidence
I feel with
distance/hybrid
instruction, I have been
more routined in how I
assign work and how we
move through each day.
However, I feel I could
work through the
reflection piece and
including the students to
monitor those routines.
11/30/204/25/21

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. instructional time.
Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive some learning activities in the engage in and complete accomplishing learning
adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and prepared for the next reflection,
expectations for review.11/30/20 sequence of instruction. self-assessment, and goal
completion. 7/13/20 4/25/21 setting.
Students have adequate I am assigning one week

time to complete of work at a time for
assignments. Lessons are students. This has helped
paced to allow for student me to be on pace in a
mastery. Pacing at times better way. Although we
is behind due to students are often behind a normal
needing more time. Class school year, there have
period time not always only been a few times that
efficiently used. 7/13/20 I have had to adjust an
entire week’s work.
11/30/204/25/21
Evidence
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
7/13/2011/30/204/25/2 connections and relevance during instruction and
1 to students. extend student learning.
Vertical curriculum is
designed to align with
AP/IB themes. Students
start with basics of each
theme in French 1 and
build upon them in each
level. Chosen curriculum
material is current and
relevant.
7/13/2011/30/204/25/2
1
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons that students’ diverse learning ensure student understand subject matter
understanding of subject addresses students’ needs. Ensures understanding of the including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of student curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
development and Provides explicit teaching of essential vocabulary, of specific academic proficiencies in
proficiencies to of essential content idioms, key words with language, text structures, self-directed goal setting,
ensure student vocabulary and associated multiple meanings, and grammatical, and stylistic monitoring, and
understanding of academic language in academic language in ways language features to improvement. Guides all
subject matter single lessons or sequence that engage students in ensure equitable access to students in using analysis
of lessons. Explains accessing subject matter subject matter strategies that provides
academic language, text or learning activities. understanding for the equitable access and deep
formats, and vocabulary to range of student language understanding of subject
support student access to levels and abilities. matter.
subject matter when
confusions are identified.
7/13/2011/30/204/25/2
1
Journal writing reflects

students’ life experiences.
Students work in groups
on varied activities to
appeal to all types of
learners.
7/13/2011/30/20
Distance/hybrid learning
has made it difficult to
truly assess students’
mastery levels. 4/25/21
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding.11/30/204 extend student
facilitate student
matter. 7/13/20 /25/21 understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
Curriculum is I have sought to organize
well-sequenced and builds units in a more
on previous learning. transparent fashion.
Previously taught Students have access to
curriculum is reviewed materials for the entire
and built upon. 7/13/20 unit up front so they can
see the road map of where
we are headed.
11/30/204/25/21
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter. 7/13/20 students’ diverse learning guide student in towards a deep
needs.11/30/204/25/21 understanding knowledge of subject
connections within and matter.
across subject matter.
Students engage in Students engage in many
practice that allows for technologically reinforcing
frequent checks for activities in a addition to
understanding. Subject group work and teacher
matter is developmentally instruction.
appropriate and 11/30/204/25/21
interesting to students.
7/13/20
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
3.5 Using and
matter accessible to to students. and skill development in needs and make subject extend student
adapting resources,
students. subject matter. Resources matter accessible to understanding and critical
technologies, and
Explores how to make reflect the diversity of the students. thinking about subject
standards-aligned
Identifies technological technological resources classroom and support matter.
instructional
resource needs. available to all students. differentiated learning of Assists student with
materials including
subject matter. equitable access to Ensures that student are
adopted materials, to
materials, resources, and able to obtain equitable
make subject matter
Guides students to use technologies. Seeks access to a wide range of
accessible to all
available print, electronic, outside resources and technologies through
students
and online subject matter support.4/25/21 ongoing links to outside
resources based on resources and support.
individual needs.
7/13/2011/30/20
Material is chosen to We have increased our use

support relevant language of technology this year. I
skills and AP/IB themes. have worked diligently to
Textbooks are utilized to make our weekly
support grammar slideshow assignments
teaching, seldomly. accessible to all students,
Technology is used even if they were
frequently to broaden experiencing illness,
language exposure. internet issues, etc. That
7/13/2011/30/20 way if they missed class,
they could still access our
lessons for the day.
4/25/21
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
measures for assessing using one or more language and content students to establish and
English learners’ performance components of English instruction. monitor language and
3.6 Addressing the to identify gaps in English language development to content goals.
needs of English language development. support English learners.
learners and student
with special needs to Provides adapted materials Attempts to scaffold content Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners using visuals, models, and scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. graphic organizers. standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly with collaborates with colleagues, collaborates with resource
families. and families during meetings resource personnel, support staff, and families to personnel, para-educators,
needs of English
and activities in support of para-educators, and families ensure consistent instruction. families, leadership, and
learners and student learning plans and goals. to ensure that student Supports families in positive students in creating a
with special needs to services are provided and engagement with school. coordinated program to
provide equitable progress is made in accessing optimize success of the full
access to the content appropriate content. Initiates and monitors range of students with
referral processes and special needs.
Learns about referral Seeks additional information Refers students as needed in follow-up meeting to ensure
processes for students with on struggling learners and a timely and appropriate that students receive support Takes leadership at the
special needs. advanced learners to manner supported with and/or extended learning site/district and collaborates
determine appropriateness documented data over time, that is integrated into the with resource personnel to
for referral. including interventions tried core curriculum. ensure the smooth and
7/13/2011/30/204/25/2 previous to referral. effective implementations of
1 referral processes.
Student seating
accommodates needs of
students. Vocabulary
instruction incorporates
Spanish/English
vocabulary to French. ELD
strategies incorporated to
teach French.
7/13/2011/30/204/25/2
1
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and individual backgrounds, and diverse learning needs comprehensive
of students’ academic development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
instruction. on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures an members of stereotyping, and
culturally responsive planning lessons. Uses cultures. assumptions.
pedagogy. culturally responsive 11/30/204/25/21
pedagogy in planning.
7/14/20
Students compare As I have my students for

personal cultural aspects several years in a row, I
to those of francophone am able to get to know
countries. Students share them personally so I can
personal opinions, adjust instruction as
experiences in restorative needed. We also do
circles. If students struggle restorative circle each
and do not have an IEP or week so that I am more
504, I research their cum involved in their lives and
file and work with other can plan units to
teachers to gather data. personally benefit the
Prior knowledge of students.
cognates, vocab stems are 11/30/204/25/21
activated to apply to
language proficiency.
7/14/20
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning to articulate and monitor
students’ diverse learning needs.11/30/204/25/21 learning goals.
needs. 7/14/20
Daily objectives are I have improved in this

written on board and area as I push out the
shared with students. Unit entire week’s worth of
objectives of proficiency assignments on a
shared on a unit handout. slideshow. Each daily slide
Unit goals are broken includes the objective and
down into language area the unit goal sheet so
(speaking, presenting, students can see the unit
reading, writing, listening, road map.
etc.) and smaller 11/30/204/25/21
proficiency chunks.
Learning goals are
standards-based and
aligned to ACTFL and state
standards. 7/14/20
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
7/14/2011/30/204/25/2 plans that ensure high
learning
1 levels of learning.
Short-term goals support

long -term proficiency.
Short-term activities
support a balance of
proficiency across
language-learning skills.
An annual calendar of the
curriculum is broken into
units and daily lessons and
is driven by standards.
7/14/2011/30/20
I could do a better job

deciding how long each
unit will take so I can
better sequence the entire
year. 4/25/21
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning
students’ diverse language, learning needs. Provides needs and styles to
instruction that
and learning needs and appropriate support and advance learning for all.
incorporates
styles. challenges for students.
appropriate
Is aware of student Seeks to learn about Facilitates opportunities
strategies to meet the
content, learning, and students’ diverse learning Uses assessments of Integrates results from a for students to reflect on
learning needs of all
language needs through and language needs students’ learning and broad range of their learning and the
students
data provided by the site beyond basic data. language needs to inform assessments into planning impact of instructional
and district. planning differentiated to meet students’ diverse strategies to meet their
instruction. learning and language learning and language
7/14/2011/30/204/25/2 needs. needs.
1
Language proficiency skills
are addressed with a
variety of strategies and
student groupings.
Prerequisite skills are
revisited to build mastery.
Students practice oral
language daily. 7/14/20
This is another area that

has proven difficult to
improve with
distance/hybrid learning
due to a lack of in-person
assessment and it is
difficult due to many
students not having their
cameras on during
instruction.11/30/204/25
/21
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
instructional plans needs. responsive pedagogy and as the instructional needs individual student needs.
and curricular additional materials to arises to support student
materials to meet the support students’ diverse learning. Engages with students to
assessed learning learning needs. identify types of
needs of all students. 7/14/2011/30/204/25/2 adjustments in instruction
1 that best meet their
learning goals.
Instructional strategies
provide individual practice
and frequent checks for
understanding and teacher
feedback. Assessments are
practiced for and given
often. Lessons are
modified depending on
students’ mastery. If
needed, differentiated
examples are given, more
structure is provided (eg.
graphic organizer) or
activity is scaffolded.
7/14/2011/30/204/25/2
1
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of for assessment and skills range of appropriate use of a wide range of
formative and summative pre-assessment, to be assessed to select assessments to address assessments to support
assessments. formative and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative assessments. progress. progress.
knowledge of the Begins to identify specific
purposes, characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and assessments that yield based on clear characteristics into repertoire of appropriate
uses of different different types of understanding of the assessments to allow assessment options and
types of assessments information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
7/14/2011/30/204/25/
21
Formative and summative
assessments are
incorporated into unit
planning. Following unit
assessment, students
chart proficiency level
based on scores. 7/14/20
In some ways my
assessments have been
improved and in others
they have regressed. It is
difficult to provide a
thorough assessment
from afar, however, I have
employed some
assessment techniques
with the help of
technology that allows me
to give more immediate
feedback.
11/30/204/25/21
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. 7/14/2011/30/204/25/ comprehensive data analysis to plan and
21 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
Exit tickets utilized after
learning new concepts.
Lessons are adjusted
based on each day’s
mastery.
7/14/2011/30/204/25/
21
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
as required by site and data individually and with learning individually and individually and with colleagues ability to
5.3 Reviewing data,
district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
both individually and
learning needs of identify trends and student thinking and causes for achievement
with colleagues, to
individual students. patterns among groups of identify underlying patterns and trends.
monitor student
students. causes for trends.
learning
7/14/2011/30/204/25/
21
Assessment data sources
include: teacher
interviews, presentations,
writing tasks, partner
vocabulary sentences,
partner dialogues,
reading/listening
comprehension tasks.
Class set of student work
is analyzed to determine
next steps for instruction.
7/14/20
Collaboration has
decreased with our
current model/schedule.
However, when help is
needed, I am quick to
reach out for ideas on
improvement.
11/30/204/25/21
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
7/14/2011/30/204/25/ adjustments to match the
21 Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
I work with small groups
of students who need
more examples to master.
Learning goals are based
on pre-assessments.
7/14/2011/30/204/25/
21
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all individual learning goals. include goal setting development. individual skills.
students in exercises. Develops students’
self-assessment, Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their 7/14/2011/30/204/25/ curriculum. achievement.
own progress toward 21
class or individual goals.
Students are assessed by

applying skills to
real-world scenarios
(authentic
reading/listening
comprehension
questions/analysis,
cultural comparisons,
writing tasks and partner
conversations. Rubrics
and criteria are given for
projects/assessments
prior to assignment and
assessed accordingly.
Students revise writing
assessments to improve
skills. 7/14/20
11/30/204/25/21
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of ongoing communication
analysis, and student learning. colleagues, and families administration, student learning to all regarding student
communication of about student learning. colleagues, families, and audiences. learning to all audiences.
student learning students. Ensure that 7/14/2011/30/204/25/
communications are 21
received by those who
lack access to technology.
Students self and partner

assess according to
rubrics. Families are
updated regarding
student progress through
email, Aeries and grading
reports. 7/14/20
I have experienced
tremendous growth with
regard to technology this
semester. I am learning of
many resources that can
replace what we used to
do in class on paper.
11/30/204/25/21
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family
struggling students or family support. needs.7/14/2011/30/20
behavior issues. 4/25/21
Student learning
objectives shared with
students and families on
Google Classroom, via
handout. Communication
with families takes place
within 24 hours, is
respectful and utilized to
be in the best interest of
the students.
7/14/2011/30/204/25/
21
CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support the teaching practice and elements of the CSTP the level of academic
immediate student full range of learners. impact on the full to positively impact the achievement.
learning needs. range of learners. full range of
7/14/2011/30/20 learners.4/25/21 Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
I constantly reflect on As this year was difficult
each lesson for each level. for both new and veteran
6.1 Reflecting on My reflections include teachers, it seems we
teaching practice in level of student collaborated more to
support of student engagement, pacing, reflect on what was
appropriateness of task working well and where
learning to the learning objective, we could improve.
if students mastered 4/25/21
learning goals.
7/14/2011/30/20
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account authentic, challenging, connected to the CSTP professional goals
processes and local self-assessment of and based on self- that are intellectually connected to the CSTP
protocols. teaching practice. assessment. challenging and based to improve
on self-assessment and instructional practice
Attends required Expands knowledge Aligns personal goals feedback from a variety and impact student
professional and skills individually with school and of sources. learning within and
development. and with colleagues district goals, and beyond the classroom.
through available focuses on improving Engages in and
professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted practice for
professional on student professional
6.2 Establishing development based on achievement. Pursues a development.
professional goals needs identified in variety of additional
and engaging in professional goals. opportunities to learn Contributes to
continuous and professionally. professional
purposeful 7/14/2011/30/204/25 organizations, and
/21 development
professional growth
and development opportunities to
extend own teaching
practice.
I work with district
French teachers to
develop standard-aligned
curriculum. I seek out PD
opportunities based on
where I feel I need to
improve. I speak often
with colleagues in the
district and World
Language department to
seek growth ideas. I
observe language
teachers often.
7/14/2011/30/204/25/
21
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning within
collaborations. learning. practice at the grade or department Works to ensure the
classroom level. and school and district broadest positive
Identifies student and Begins to identify how levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
6.3 Collaborating teaching the full range professional learning
with colleagues and of learners. opportunities with the
the broader 7/14/2011/30/204/25/ broader professional
21 community focused on
professional
community to student achievement.
I frequently collaborate
support teacher and
with French teachers in
student learning the district for teaching
ideas. I observe district
teachers as often as
possible. I collaborate
often with admin, EL
teacher, family liaison,
counselors and support
staff to support students
and improve teaching. I
volunteer to sit on several
committees, advise clubs
and seek out involvement
opportunities to improve
school culture.
7/14/2011/30/204/25/
21
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events. 7/14/2011/30/204/25/ norms. student learning.
21
I strive to learn cultural
background of students
and communicate
6.4 Working with accordingly. If needed, I
families to support will employ assistance of
student learning family liaison for
language interpretation. I
communicate learning
objectives on Back to
School night, unit
newsletters, and through
Google Classroom.
7/14/2011/30/204/25/
21
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
7/14/2011/30/204/25/ into the school
21 learning community.
I work with counselors
6.5 Engaging local often to be aware of
community resources for
communities in
student mental health
support of the issues and make referrals
instructional as needed. I allow those
program professionals to work
with students to address
mental health and
social/emotional health
concerns. Students
invited to participate in
community events
(French film week at the
community college,
Sonora’s Paris night, etc.)
7/14/2011/30/204/25/
21
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitments to commitment by challenging. effectively.
students. exploring ways to Pursues ways to
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students’ capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.
6.6 Managing 7/14/2011/30/204/25/
professional 21
I maintain a positive
responsibilities to
attitude with students
maintain and parents even through
motivation and challenging situations. I
commitment to all maintain work-life
students balance as I exercise,
meditate, spend time
with my family, involve
my children with my
extracurricular school
events.
7/14/2011/30/204/25/
21
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community
● Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
● Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
● Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct. 7/14/2011/30/204/25/21
● Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and
6.7 Demonstrating federal law in responding to inappropriate or violent student behavior.
professional ● Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
responsibility,
● Models appropriate behavior for students, colleagues, and the profession.
integrity, and
● Acts in accordance with ethical considerations for students.
ethical conduct ● Maintains professional conduct and integrity in the classroom and school
community.
I bring my personal values and integrity to my
professional career. I strive to act within those values
with students, parents and colleagues. I seek out
opportunities to contribute to campus culture where
possible. 7/14/2011/30/204/25/21

Standard 1 CSTP: Engaging and Supporting All Students in Learning

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Element 1.3 Emerging Exploring Applying Integrating Innovating

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Obviously with some

Element 2.2 Emerging Exploring Applying Integrating Innovating

Element 2.3 Emerging Exploring Applying Integrating Innovating

I feel in many ways we

Element 2.4 Emerging Exploring Applying Integrating Innovating

Materials encourage We have stepped up our

Element 2.5 Emerging Exploring Applying Integrating Innovating

Students frequently work

Element 2.6 Emerging Exploring Applying Integrating Innovating

Rules and norms are

Element 2.7 Emerging Exploring Applying Integrating Innovating

Students have adequate I am assigning one week

Element Emerging Exploring Applying Integrating Innovating

Journal writing reflects

Material is chosen to We have increased our use

Element Emerging Exploring Applying Integrating Innovating

Students compare As I have my students for

Daily objectives are I have improved in this

Short-term goals support

I could do a better job

This is another area that

Element Emerging Exploring Applying Integrating Innovating

Students are assessed by

Students self and partner

Element Emerging Exploring Applying Integrating Innovating

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